SchoolArts Magazine

May-June 2015

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Beginner Show students images of Meow Wolf's instal- lations, explaining that they were created by large groups of artists working together. Inform them that collaboration is an important artistic process. Ask, "What are some other ways that people collaborate?" "What are the advantages of collaborating with others?" After some dis- cussion, tell students that some artists' goals include working with their community or creat- ing art for their community. Next, discuss the concept of community, citing your school as an example. Ask, "If we collaborate, what kind of art projects might we create for our school community?" Intermediate Present a slideshow that includes work from the Dada artists and Meow Wolf. Include background information on each group and their projects. Place students into small groups to answer the following questions and record their responses: (1) How did working as a group benefit these art - ists? (2) Based on what you have learned today, compare and contrast the Dada artists with Meow Wolf. What do they have in common? How are they different? (3) What can artist collectives accomplish that individual artists can't? After appropriate discussion time, ask each group to share their responses with the class. Advanced Begin by having students conduct independent research and select one artist collective and one example of community-centered artwork to share with the class. Remind them that their choices should excite them and be interesting to their classmates, so they should definitely not pick the first two search results they find. Students should also send their selections to you to be included in a slideshow presentation. Create a list using a blog, e-portfolio, or social media site that students can easily access. Explain that you will add the names of the groups that students choose as they send them in, and that no repeats will be allowed. When ready, present the slideshow to the class with each student presenting his or her artists and artwork. Discuss the importance of commu - nity-centered artwork and how it differs from other forms of art. Ask, "Why is community-cen - tered art important?" "What kinds of tasks are involved in planning and creating a community art project?" "What kind of community-centered projects might our class create as a collective?" Explore Create Beginner Have students work in small groups to come up with ideas for a collaborative project that will benefit the entire school. After each group shares their ideas, have students vote to choose a project. Alter- natively, you might work with students to combine elements from different ideas into a single artwork or installation. Be sure to adjust the ideas as needed based on what is feasible at your school. It might work best to pick a single project that involves all grade levels, with each grade taking on specific tasks. Intermediate Explain that students will work in small groups to complete a col- laborative artwork that involves the community in some way. Each artwork will be installed somewhere on the school campus. If appro- priate, you may wish to limit the locations to a school library or other area. Add other limitations to the project content based on your school community. Give students as much freedom as possible as they determine how to create and install their artwork. Advanced Have students propose and discuss ideas for a project that involves your local community, such as transforming a public park, creating a temporary installation at a library, etc. Ask students to consider the following: (1) What does our community need? (2) How can we pro- vide that through an artwork? Be sure to provide plenty of planning time to develop and plan the project, and help students adjust their goals to maximize the possibil- ity of a successful project. Assist students in obtaining permission from the proper authorities, but encourage and allow them to take the lead as much as possible. Invite the local press, school administrators, and city leaders to the official unveiling of the artwork. Document as much as possible and share photos and video of the process and fin- ished artwork online. Written by Karl Cole, curator of images at Davis Publications and Robb Sandagata, digital product manager at Davis Publications. Looking & Learning Resources meowwolf.com/projects Meow Wolf, Portals Bermuda. Concept art by Caity Kennedy. 26 SchoolArts

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